Objective:

Students will draw and label a basic computing system, identifying key components and describing their functions. This hands-on activity integrates computational thinking as students explore how different parts of a computer interact.

Materials Needed:

• Paper, pencils, crayons

• Chart paper for brainstorming

• Pre-cut paper components of computing systems (optional for students needing extra guidance)

Steps:

• Introduction:

  • Begin by discussing with the class, “What are the parts of a computer?” 

  • Create a chart on the board listing components such as the monitor, keyboard, CPU, and mouse, along with their functions. 

  • Explain that students will create a drawing of a computer system and label its parts, using their knowledge of how computers work.

• Group Activity:

  • In small groups, students will draw a basic computing system, including components like the monitor, keyboard, mouse, and CPU. 

  • Once the drawings are complete, they will label each part and write a short sentence explaining what it does. 

  • For example, they might label the monitor as “This shows the images on the screen.”

• Building and Drawing:

  • Guide students through drawing each component. If necessary, provide pre-cut paper templates of components (e.g., a paper keyboard or monitor) that students can glue onto their drawings. 

  • This will help students visualize the parts of the computer as they label and describe them.

• Testing and Refining:

  • After labeling their drawings, students will review them as a group, ensuring each part is correctly identified and labeled. 

  • They can make revisions, adding more details or clarifying descriptions.

• Presentation and Discussion:

  • Each group will present their drawing to the class, explaining the role of each computer part and how they interact as a system. 

  • Lead a discussion on how understanding the components helps us use computers more effectively.

Equity and Access:

Provide printed templates or partially labeled drawings for students needing extra support. Encourage group collaboration so students can help each other with drawing and labeling.

Real-World Application:

Discuss how people in various jobs, such as IT specialists, use their knowledge of computer parts to build, repair, or optimize computing systems. Emphasize how understanding the parts of a computer is essential in modern life.

CS Practice(s):

• Developing and Using Abstractions: Students simplify the complex components of a computer into a labeled diagram.

• Communicating About Computing: Students present their labeled drawings, explaining the role of each part.

• Collaborating Around Computing: Students work in groups to discuss, draw, and label their computing systems.

Standard(s):

• CA CCSS for ELA-Literacy SL.2.5, SL.2.6

• CA CS K-2.CS.2

Objective:

Students will use Scratch Jr. or another coding platform to create digital diagrams of a basic computing system, labeling and explaining key components such as the monitor, keyboard, CPU, and mouse. This lesson integrates computational thinking by helping students understand how different parts of a computer work together.

Materials Needed:

• Tablets or computers 

• Pre-made digital icons for computing system components (e.g., monitor, CPU, mouse)

Steps:

• Introduction:

  • Begin by asking students, “What are the parts of a computer, and what do they do?” 

  • With student input, list components such as the monitor, keyboard, CPU, and mouse, explaining how each functions in a basic computing system. 

  • Introduce a coding platform such as Scratch Jr. as a tool for students to digitally create and label their own computing system.

• Group Activity:

  • In pairs, students will use a coding platform to drag and drop digital icons of computing system components onto a blank screen. 

  • They will arrange these icons to form a diagram of a computer setup. 

  • Each pair will then use text features to label the parts and write a brief description of what each part does. 

  • For example, they may label the keyboard as “This is where we type to enter information.”

• Creating and Coding:

  • Students use the coding blocks to add simple animations to their computing systems. 

  • For example, they could program the mouse to move or the CPU to flash, representing data processing. 

  • This helps students explore how computer parts work together through visual coding.

• Testing and Refining:

  • Once diagrams are complete, students will test their animations to ensure that the components and labels are correctly represented. 

  • They can refine their work by adjusting labels or adding more details to their animations.

• Presentation and Discussion:

  • Each group will present their labeled computing system to the class, explaining how each part functions and how they used coding to bring their diagram to life. 

  • Lead a discussion on how computers work as systems, emphasizing the roles of the different components.

Equity and Access:

Provide pre-made digital diagrams for students who may need extra assistance. Allow peer collaboration to ensure all students engage with the activity and receive support.

Real-World Application:

Relate the activity to how computer technicians build and repair computers by identifying and understanding the functions of different components. Emphasize that computers are made up of several parts that must work together efficiently.

CS Practice(s):

• Creating Computational Artifacts: Students create digital diagrams of computing systems with labeled components.

• Recognizing and Defining Computational Problems: Students explore how computer parts work together and identify ways to represent this through coding.

• Testing and Refining Computational Artifacts: Students test their diagrams and animations, refining them to ensure they accurately represent computing systems.

Standard(s):

• CA CCSS for ELA-Literacy SL.2.5, SL.2.6

• CA CS K-2.CS.2